During the summer, I will be sharing thematic posts bringing together responses on similar topics from the past nine years. You can see all those collections from the first eight years here.
Here are the ones I’ve posted so far:
Today’s theme is on Classroom-Management Advice. You can see the list following this excerpt from one of them:
Seven educators provide practical recommendations on how to apply restorative practices in the school setting. One tip: “Results won’t be immediate,” but “they will be long lasting.”
Educators share their practical experience implementing restorative practices in their schools, such as holding goal-setting conferences with students and teaching them “the power of an apology.”
Heather Wolpert-Gawron, Rita Platt, Gabriella Corales, Leticia Skae-Jackson, and Madeline Whitaker Good offer their best classroom-management “tips.”
Sheldon L. Eakins, Ph.D., Jenny Edwards, April Croy, Lori Jackson, Shauna Tominey, Megan McClelland, and Keisha Rembert share their ideas on classroom management.
Dr. Debbie Silver, Dr. PJ Caposey, Serena Pariser, Timothy Hilton, Dr. Beth Gotcher, Paula Mellom, Rebecca Hixon, and Jodi Weber offer their commentaries on how best to handle classroom management.
Cindy Garcia, Gianna Cassetta, Amanda Koonlaba, Ed.S., Chelonnda Seroyer, Dennis Griffin Jr., Janice Wyatt-Ross, Barry Saide, and Dr. Vance Austin contribute their classroom-management suggestions.
Debbie Silver, Amanda Koonlaba, Katie Biggs, Jennifer Lasater, Tina H. Boogren, and Diane Mora contribute their remembrances of classroom-management mistakes.
Theresa Staley, Judy Reinhartz, Lindsey Palmieri, and Louise Goldberg share their experiences with making classroom-management mistakes.
Anne Jenks, Peg Grafwallner, Kevin Parr, Rita Platt, Sarah Thomas, Thomas Kerman, and Paula Kondratko share their biggest classroom-management mistakes and what they should have done, instead.
Responses from Bobson Wong, Rita Platt, Kevin Parr, Theresa Staley, Valerie Ruckes, and Sarah Thomas kick off a three-part series on classroom management.
Mary Beth Nicklaus, Jeryl-Ann Asaro, Cindi Rigsbee, Lori Jackson, Steve Peck, Becky Corr, and Otis Kriegel share their responses to the question: How do you turn around a class that you’ve let get out of control?
This three-part series on classroom management is wrapped up by Julia Thompson, Rebecca Alber, Madeline Whitaker Good, Stuart Ablon, Alisha Pollastri, Allen Mendler, and Kelly Wickham Hurst. I’ve also included many responses from readers.
Signe Whitson, Donna Wilson, Marcus Conyers, Janice Case, Kristin Pierce, and Ralf de la Mare share their suggestions about intervening in student conflicts.
Vickie Gomez, Danny Woo, Kevin Parr, Jessica Torres, Rosalind Wiseman, and Dr. Bryan Harris contribute their ideas on how to manage conflicts between students.
In this post, Donna Wilson, Thomas Armstrong, Joe Hendershott, Jeffrey Benson, Mark Katz, and Jonathan Cassie contribute their thoughts on teaching students self-control.
Robert Ward, Sue Defreyne, Allen Mendler, Daniel Rechtschaffen, Carla Tantillo Philibert, and Christine Brandt provide answers on how to help our students develop self-control.
Thomas R. Hoerr, Libby Woodfin, Jenny Edwards, Dave Stuart Jr., Maurice J. Elias, and Matt Renwick share their suggestions on how we can help our students develop self-control.
This post considers how teachers can best help students strengthen these self-control skills with suggestions from Bryan Harris, Dr. Jennifer Davis Bowman, Amanda Koonlaba, Nancy Steineke, Mike Anderson, and Jen Schwanke.
Lou Denti, Gini Cunningham, Cindi Rigsbee, PJ Caposey, and readers share ideas about classroom rules—what they should be, how they should be developed, and how to enforce them.
Kevin Parr, Gianna Cassetta, Allen Mendler, and Signe Whitson contribute their suggestions on how to respond to “difficult” or “challenging” students.
Annette Breaux, Cheryl Mizerny, Jeryl-Ann Asaro, and Stan Croft share their responses on working with “difficult” students.
Shane Safir, Jen Adkins, Timothy Hilton, Crystal T. Laura, and Mark Katz share their commentaries on applying restorative practices in schools.
Karen Baptiste, Gianna Cassetta, Harry Wong, Rosemary Wong, and Julia Thompson share their classroom-management recommendations.
Marcia Tate, Jenny Edwards, Patty O’Grady, and Ric Murry share their thoughts on classroom management.
Educators Bryan Harris, Marcia Imbeau, Pernille Ripp, Gianna Cassetta, Brook Sawyer, and Julia Thompson share their advice in this post.
Kelly Bergman, Patty O’Grady, ReLeah Lent, Barry Gilmore, and Bethany Bernasconi share their thoughts here.
Educators Dr. Debbie Silver, Richard L. Curwin, and Marcia L. Tate provide guest responses.
This post features two special contributions: one from well-known educator (and regular contributor to this column) Suzie Boss, who talks about the tricky subject of classroom management specifically during project-based-learning lessons, and the other from ASCD author Jane Bluestein. In addition, I include multiple comments from readers.
Assistant Principal Jim Peterson and author Jim Anderson share their suggestions. Jim’s downloadable instructions for conducting “walk-and-talks” with students seemed to particularly strike a chord with readers.
Dr. Marvin Marshall and I share practical positive—not punitive—classroom-management strategies.
My colleague and co-author (The ESL/ELL Teacher’s Survival Guide) Katie Hull-Sypnieski and I share even more positive classroom-management ideas.
Nine experienced educators, including Nancy Gardner from the Teacher Leaders Network and David B. Cohen from Accomplished California Teachers, discuss the role of relationships and respect in the classroom.
Teachers Jane Ching Fung, Mathew Needleman, and Tom Hobson write about the particular classroom-management issues of very young students and how best to respond to them.
Author/educators Annette Breaux, Roxanna Elden, Harry Wong, and Gary Rubinstein contribute their thoughts in this column.
Professor and author Roy F. Baumeister discusses his research on self-contol as a resource that can be depleted—and then needs to be replenished. I share my experiences applying his research findings in the classroom.
Several of my friends and colleagues, including a California Teacher of the Year and an administrator who I consider my mentor in classroom management, contribute what they’ve learned through their experiences.
I hope you’ve found this summary useful and, again, keep those questions coming!
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.